Presented by Gretchen Braun

Between the 2000-2001 school year and the 2010-2011 school year, the number of English language learners in Virginia public schools increased 139% from 36,802 to 88,033 students (U.S. Department of Educa-tion, NCES 2012). Since 1992 the number of ELL students in Virginia has more than tripled. English language learners attend schools in all eight regions of the state, speak over 118 different languages, and represent over 72 countries (Virginia Department of Education, 2006).

Despite the almost certain probability that Longwood University graduates with teaching credentials will have ELL students in their classrooms, the undergraduate liberal studies program does not have a requirement that students receive any preparation to teach students learning English as a second language. No Longwood under-graduate course designed to teach effective methods of ELL instruction currently exists. As a result, recent graduates feel, and often are, unprepared and ill-equipped to meet the needs of ELL students.

This study examined if students enrolled in a graduate course in literacy development and cultural awareness perceived they were more prepared to teach English Language Learner (ELL) students after they learned about effective methods of ELL instruction, second language acquisition, and the impact culture has in learning languages. Students took a pre-course survey and a post-cost survey consisting of 40 questions. The surveys were compared to determine if a change in students’ perceptions of their preparedness occurred. The results of the study show that graduate students perceived they were more prepared to teach ELL students after the course than they were before they had ELL coursework and experience.

Braun_Presentation_Student Perceptions_ELL

Gretchen Braun is a Professor of Education in the Department of Education and Special Education, College of Education and Human Services at Longwood University.  She is the coordinator of the Reading, Literacy, and Learning, a graduate program that prepares teachers to be reading specialists and literacy coaches, PreK-12. Dr. Braun has a B.A. from the University of Michigan, an M.S. from Longwood College, and a Ph.D. from Virginia Commonwealth University.  Her interests are English language learners and secondary literacy.